What influences mentors to pass or fail students.

The aim of the study was to establish mentorship practice in relation to the University of the West of Scotland pre-registration nursing students. Surveys were sent to 4,341 mentors, with a 41 per cent response rate. Results show that 18 per cent of participants had passed a failing student. A number of factors influenced mentors' decisions, which to some extent echo findings from previous research. However, this study provides new perspectives on failing to fail and considers the supportive role of universities in relation to mentors and students' practice placements. The knowledge derived from this study will help inform mentoring and mentorship practice to ensure only safe and competent practitioners gain entry to the register.

District nurses prescribing as nurse independent prescribers.

Nurse prescribing has been established in the UK since 1994, however, limited focus has been placed on the experiences of district nurses adopting this additional role. This phenomenological study explores the experiences of district nurses prescribing as nurse independent prescribers across the West of Scotland. A qualitative Heideggarian approach examined the every-day experiences of independent prescribing among district nurses. A purposive sample was used and data collected using audio taped one-to-one informal interviews. The data was analysed thematically using Colaizzi's seven procedural steps. Overall these nurses reported that nurse prescribing was a predominantly positive experience. Participants identified improvements in patient care, job satisfaction, level of autonomy and role development. However, some of the participants indicated that issues such as support, record keeping, confidence and ongoing education are all major influences on prescribing practices.

Investigating the use of simulation as a teaching strategy.

AIM: To compare the performance of two groups of pre-registration nursing students exposed to two different methods of simulation as a teaching strategy, with the aim of providing an evidence base to assist in the selection of appropriate teaching methods, and to inform resource allocation with regard to teaching clinical skills. METHOD: A longitudinal, comparative quasi-experimental design, including a validated and piloted assessment tool, was used to evaluate students' performance within three domains: cognitive (knowledge and decision making), motor and affective. Students also completed self-assessments of confidence and anxiety levels. Data were statistically and thematically analysed. RESULTS: Students who had been exposed to different forms of simulated teaching, showed no significant difference in performance within the cognitive and motor domains. However, one form of simulation was more effective in enabling students' learning in the affective domain (students' interpersonal, communication and professional nursing skills). An unexpected finding was students' inability to measure vital signs manually. CONCLUSION: Simulation as a teaching strategy contributes to students' learning. Education providers and clinicians need to recognise that overuse of automated equipment may potentially de-skill future generations of nurses.